Getting Started on Your Course Accessibility Review

Digital instructional materials include all digital content in your course. This includes content inside and outside of UB Learns including but not limited to: UB Learns pages, Word documents, PowerPoint files, Audio/Video content, PDFs, LaTeX files, software programs, and 3rd party websites.

Use this step-by-step workflow as a quick reference when reviewing your digital instructional materials. For detailed guidance on specific tools and remediation methods, ADD see Reviewing Content for Accessibility.

Step one: Determine if the content is required

Begin with your Spring 2026 Course Materials.

Ask:

Is this content essential for students to meet a learning outcome?

Yes: Continue to step two
No: Consider removing it.

Does this material duplicate something else or distract from the intended outcome?
Streamlining course materials keeps courses focused and makes accessibility work manageable.
For additional assistance reviewing your materials, reach out to your Unit Accessibility Liaison or submit a support ticket through CATT.

Step two: Review digital accessibility

Familiarize yourself with the ADA Title II Update from the EDI Office.

Ask:

Can all students, including those with visual, auditory, motor or cognitive disabilities, access, navigate and understand the content according to the WCAG Level 2.1 Level AA standards as indicated by the ADA Title II regulations?

Yes: Continue to step three.
No: Revise or replace the content to meet WCAG 2.1 AA standards. See the Reviewing Content for Accessibility page for additional guidance.

Are captions, alt text and descriptive links in place? Is text readable and structured clearly?
Can a student using a screen reader, keyboard navigation or alternative learning strategy still engage with the material?
Could simplifying layout, using plain language or reducing visual clutter improve accessibility?
Your Unit Accessibility Liaison can help review materials, test accessibility and suggest adjustments. For additional support, submit a ticket through CATT.

For additional assitance, signup for one of CATT’s Digital Accessibility Virtual Training Sessions for live group training on digital accessibility in UB Learns, Word, PowerPoint, and PDFs.

Step three: Plan for remediation completion

Your remediation approach will be based on the types of content you share. Plan ahead so that you're prepared for the first day of classes.

Ask:

Will all identified accessibility issues be remediated by April 24, 2026?

Yes: Proceed to step four.
No: Create an action plan and timeline for remediation. For guidance, see Reviewing Content for Accessibility.

Begin remediation early to avoid a backlog near the deadline.
Prioritize high-use or high-impact materials first.
Schedule time each month to review and update remaining content.
If you have concerns with specific materials, reach out to your Unit Accessiblity Liaison for support. You can also submit a ticket through CATT for addtional assistance.

Step four: Confirm completion and maintain accessibility

As you plan for future semesters, ensure that your course content is designed to be accessible from the start.

You've successfully made your course more accessible and inclusive!

Be sure to maintain this momentum for future courses and addtional course content.

Once remediation is complete:

Review new course materials before sharing them with students.
Recheck accessibility each semester to ensure continued compliance.
Continue partnering with CATT and your accessibility liaison for ongoing support.

Getting Started on Your Course Accessibility Review

Step one: Determine if the content is required

Things to consider

Step two: Review digital accessibility

Things to consider.

Step three: Plan for remediation completion

Things to consider

Step four: Confirm completion and maintain accessibility